Teachers’ perspectives on inclusive language teaching in higher education

Abstract

Principles of inclusive education have recently started to enter the agenda of universities, which have been dedicating a growing attention to the students’ needs and to the creation of inclusive learning environments. This study provides an outline of the current state of inclusion in university language courses in Italy, as viewed from the perspectives of language teachers. To this aim, we developed and administered an online questionnaire investigating teachers’ perceptions on the most common language learning difficulties displayed by students with SEN and on what might work best to support their learning process. Moreover, we explored the effects of socio-demographic and background-related variables (age, gender, previous teaching experience and preparation to teach students with SEN) in determining teachers’ practices, self-efficacy beliefs and disposition towards inclusive education. Results show that gender and specific training on inclusive education influence teaching choices. Self efficacy and attitudes towards inclusion are found to be positively related to each other but are not affected by socio-demographic and background-related variables.